Kế hoạch bài dạy Tiếng Anh 4 - Tuần 31 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 31 Năm học 2023-2024 (Lê Thị Xuân)

1. UNIT 17: IN THE CITY Lesson 2 – P 4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – use the words and phrases get, go straight, left, right, stop, tell, turn left, turn right, turn round in relation to the topic “In the city”; – use What does it say? – It says ʽ_____ʼ. ask and answer questions to identify road signs; – use How can I get to the _____? – _____. to ask for and give directions; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “In the city”. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Raise pupils’ awareness about their neighborhood and traffic safety. II. RESOURCES AND MATERIALS - Student’s book: Page 49 - Audio tracks 28 - Teacher’s guide: Pages 173, 174 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - Computer, projector, III. Warm-up and review – Listen and tick – Look, complete and read – PROCEDURE Let’s play – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class. Option 1: – Use the flashcards to revise the words and phrases on page 48. – Get pupils to open their books at page 49 and look at Unit 17, Lesson 2, Activity 4. Option 2: Matching. – T clicks on the number to reveal the picture/phrase behind. If they do not make a pair, the teacher clicks on the red icon to cover the block again. – Continue until all pairs are found
2. EXPLORATION Activity 4. Listen and tick. 5 minutes Step 1: Draw pupils’ attention to the pictures and ask questions to elicit the places and directions to the places in the pictures. Remind them to look at each pair of pictures to contrast. Step 2: Play the recording all the way through. Then play the recording again for pupils to listen and choose the places that the speakers are talking about. Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Correct the answers where necessary. Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 5. Look, complete and read. 10 minutes Step 1: Model the first gapped dialogue. Have pupils read the dialogue and guess the missing words. Then draw pupils’ attention to the picture and elicit the place and the direction to complete the sentences. Step 2: Give pupils a time limit to read the gapped dialogues, look at the pictures and fill in the gaps independently. Go around the classroom and give further support to pupils who find it difficult to do the task. Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Invite one pupil to write the answers on the board. Extension: Invite two pairs of pupils to act out the completed dialogues in front of the class. Check pronunciation where necessary e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes Step 1: Invite two or three teams of four pupils to the front of the class. Each team makes a line. Step 2: Stick four flashcards for turn left, turn right, turn round and go straight on the board. Step 3: Have pupils look at the flashcards to memorise. Take a flashcard out quickly. Have the pupils at the front of the lines can hand up to say what flashcard is missing. If it is correct, the team gets one star. The first pupil of each line goes to the end of the line. The team gets most stars wins. Step 4: Play the game with other teams in the class e. Assessment
3. - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: play the Lucky Number game (PPT) - Divide the class into 2 teams. - Pupils from each team choose a number, then choose the correct answer. If the pupils answer correctly, they get the points for that question. - After 10 numbers, the team with the most points is the winner. Option 2: Play “Show me the way” - Divide class into pairs. - Give each pair a map and have them play in pairs. One pupil chooses a place and sy “I want to go to the ___”, the other pupil gives instructions to go to that place. Option 3: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (use the words and phrases get, go straight, left, right, stop, tell, turn left, turn right, turn round in relation to the topic “In the city”; and use How can I get to the _____? – _____. to ask for and give directions) 2. What are the core values of the lesson? (Raise pupils’ awareness about their neighborhood and traffic safety.)
4. UNIT 17: IN THE CITY Lesson 3 – Period 5 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – correctly pronounce of the words 'bookshop and 'campsite with the stress on the first syllable in isolation and in the sentences How can I get to the 'bookshop? and How can I get to the 'campsite?; – use the words and phrases get, go straight, left, right, stop, tell, turn left, turn right, turn round in relation to the topic “In the city”; – use What does it say? – It says ʽ_____ʼ. ask and answer questions to identify road signs; – use How can I get to the _____? – _____. to ask for and give directions; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “In the city”. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Raise pupils’ awareness about their neighborhood and traffic safety. II. RESOURCES AND MATERIALS - Student’s book: Page 50 - Audio tracks 70, 71, 72 - Teacher’s guide: Pages 227, 228 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, III. PROCEDURE Warm-up and review – Listen and tick – Look, complete and read – Let’s play – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class. Option 1: – Greet the class, then have the class play Memory game with the vocabulary such as turn left, turn right, go straight, turn round, bakery, bookshop, campsite, library. – Get pupils to open their books at page 50 and look at Unit 17, Lesson 3, Activity 1. Tell them what they will learn in this lesson.
5. Option 2: – Have pupils listen, sing and dance a long to the song “Clap it out – Syllable for kids”. - Explain “syllable” for pupils. Elicit that there can be 1 strong syllable and weak syllable(s) in English words. EXPLORATION Activity 1. Listen and repeat. 5 minutes Step 1: Have pupils point at the word 'bookshop and the sentence How can I get to the 'bookshop? Play the recording for them to listen and repeat in chorus and individually until they feel confident. Correct their pronunciation where necessary. Step 2: Invite a few pupils to listen to and repeat the word and the sentence in front of the class. Praise them when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the word 'campsite and the sentence How can I get to the 'campsite?. Go around the classroom and correct their pronunciation when necessary. Step 4: Let pupils work in pairs or groups, saying the words and reading the sentences. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen and circle. 10 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension. Step 2: Get pupils to read the questions, the options and guess the option they may hear in the recording. Step 3: Play the recording, once or twice, for pupils to listen and circle the correct options. Get pupils to swap books with a partner and check their answers before checking as a class. Play the recording again for pupils to double-check their answers. Step 4: Invite a few pupils to read aloud all the two completed questions in front of the class. Go around the classroom and correct their pronunciation and word stress if necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils look at the picture and tell the places they can see in the picture, and how to get there. Step 2: Have pupils read the first verse of the chant and draw their attention to the word bookshop. Check comprehension.
6. Step 3: Play the recording of the first verse. Play the recording again, line by line, for pupils to listen and repeat. Draw their attention to the rhythm, word stress and pronunciation. Encourage them to clap and do actions while chanting. Step 4: Repeat Steps 2 and 3 for the second verse of the chant. Step 5: Play the recording all the way through for pupils to chant and clap their hands. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: play the Lucky Number game (PPT) - Divide the class into 5-6 groups. - Have pupils practice the chant in groups, then ask them to perform in front of their class. - Have other teams mark their friends’ performance. Option 2: Play “Show me the way” - Divide class into pairs. - Give each pair a map and have them play in pairs. One pupil chooses a place and sy “I want to go to the ___”, the other pupil gives instructions to go to that place. Option 3: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (correctly pronounce the words 'bookshop 'and 'campsite 'with the stress on the first syllable in isolation and in the sentences How can I get to the 'bookshop? and How can I get to the campsite?) 2. What are the core values of the lesson? (Raise pupils’ awareness about their neighborhood and traffic safety.)
7. UNIT 17: IN THE CITY Lesson 3 – Period 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – correctly pronounce the words 'bookshop 'and 'campsite 'with the stress on the first syllable in isolation and in the sentences How can I get to the 'bookshop? and How can I get to the 'campsite?; – use the words and phrases get, go straight, left, right, stop, tell, turn left, turn right, turn round in relation to the topic “In the city”; – use What does it say? – It says ʽ_____ʼ. ask and answer questions to identify road signs; – use How can I get to the _____? – _____. to ask for and give directions; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “In the city”; – draw a map and present it by giving directions in class at Project time. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Raise pupils’ awareness about their neighborhood and traffic safety. II. RESOURCES AND MATERIALS - Student’s book: Page 51 - Teacher’s guide: Pages 229, 230 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: – Invite one or two groups of pupils to the front of the class to say the chant in Lesson 3, Activity 3. The rest of the class may chant, clap and do actions along. – Ask pupils to open their books at page 51 and look at Unit 17, Lesson 3, Activity 4. Option 2: Powerpoint game – Divide pupils into 2 groups.
8. - Invite 2 pupils from a group to ask and answer to give instructions to one of the places on the map. After they ask and answer correctly, the teacher clicks on the place to reveal the points they will get. EXPLORATION Activity 4. Read and tick True or False. 5 minutes Step 1: Tell pupils the goal of the activity and explain that they should read the text and tick if the Sentences 1- 4 are true or false. Check comprehension. Step 2: Do Statement 1 as an example. First, have pupils read Statement 1 and find what the statement is about (It’s about the bakery) and where it is (in Nguyen Hue Street). Then, find the information about the bakery in the text. Read carefully to decide if the statement is true or false. Step 3: Set a time limit for pupils to do the task independently. Go around the classroom and offer help where necessary. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers where necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 5. Let’s write. 10 minutes Step 1: Tell the class the goal of the activity and explain that they should read the gapped text and fill in the gaps with their own information. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the first sentence and elicit the words (e.g. books, cakes, pencils). Then have them write it in the gap. Step 3: Give pupils time to complete other gaps independently. Go around the classroom and offer help where necessary. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Extension: Invite one or two pupils to read their completed texts in front of the class. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Project. 8 minutes
9. Step 1: Tell pupils the goal of the activity. Explain again that they are making a map of their neighbourhood to give directions from their house to at least three different places. Draw a map, mark the directions from their house to at least three places on the map, and prepare how to present it at home. Make a presentation to a group. Ask pupils to show their map. Step 2: Use Nam’s map and his presentation as an example. Act as Nam to make a presentation. Step 3: Have pupils work in their groups. Each pupil shows his / her map and gives the directions from their house to three places. Go around the classroom and offer help where necessary. Step 4: Invite a few pupils to show the map and make a presentation in front of the class. Praise pupils when they do the task well. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: play the Who wants to be the Millionaire (PPT) - Divide the class into 3 groups. - Have pupils read the questions, then invite a pupil to answer (or have them raise answer cards A, B, C or D). Option 2: - Have pupils mark their friends’ survey/presentation according to a rubric. - Vote for the best presentation. Option 3: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (draw a map and present it by giving directions in class at Project time.) 2. What are the core values of the lesson? (Raise pupils’ awareness about their neighborhood and traffic safety.)
10. UNIT 18: AT THE SHOPPING CENTRE Lesson 1 – Period 1 I. OBJECTIVES By the end of the unit, pupils will be able to: Language knowledge & skills – use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong and thousand in relation to the topic “At the shopping centre”; – use Where’s the bookshop? – It’s . to ask and answer questions about locations; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “At the shopping centre”; – read and write about locations; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - use appropriate gestures and intonation when talking about locations of some places in a shopping center. II. RESOURCES AND MATERIALS - Student’s book: Page 52 - Teacher’s guide: Pages 253, 254 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point PROCEDURE and say – Let’s talk – Fun corner and wrap-up Warm-up and review: 5 minutes - Greet the class. 1. Option 1: Say the chant on page 50 - Ask pupils to open their books at page 50 and look at Activity 3. - Ask pupils to chant and do the actions in Unit 17, Lesson 3 in groups.
11. - Give points to the groups and encourage them. Option 2: Game: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, pupils in each team take turns passing the ball. After the music ends, 3 pupils who have the balls will stand up and say the model sentences. EXPLORATION Activity 1. Listen and number. 5 minutes Step 1: Ask pupils to look at Pictures a and b, and identify the characters in the pictures. Encourage pupils to talk about details in the backgrounds of the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen to the conversation a few times. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording. Give corrections and feedback where necessary. Step 5: Draw pupils’ attention to the question Where’s the bakery, please? and the answer It’s near the gift shop. Tell pupils that they are used to ask and answer questions about locations. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Look, complete and read. 10 minutes Step 1: Have pupils point at Picture a, listen to the recording and repeat the word near. Repeat the same procedure with Pictures b, c and d. Have the class repeat the words a few times and correct their pronunciation where necessary. Step 2: Draw pupils’ attention to the speech bubbles and elicit the missing words in the answer by pointing at Picture a. Play the recording for pupils to listen to and repeat the sentences in both bubbles a few times (Where's the bookshop? – It's near the bakery.). Repeat the same procedure with Pictures b, c and d. Step 3: Divide the class into two groups to take turns repeating the question and the answer for Picture a until they feel confident. Repeat the same procedure with Pictures b, c and d. Step 4: Have pairs practise asking and answering the questions using the pictures. Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Give corrections and feedback where necessary.
12. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s play. 8 minutes Step 1: Draw pupils’ attention to the picture and elicit the words or phrases to describe locations. Step 2: Elicit the missing word in the first bubble. Ask pupils to look at the second bubble and identify what the answer should be. Give an example conversation: Where’s the bakery? – It’s near the bookshop. Get pupils to repeat the question and answer several times. Step 3: Have pairs practise asking and answering questions about the locations of the shops in the picture. Go around the classroom to observe and provide help. Step 4: Invite a few pairs to practise asking and answering questions in front of the class. Give corrections and feedback where necessary. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number - Divide the class into 2 teams (boys and girls). Each team takes turns to choose a number. They need to ask and answer with the picture corresponding to that number to get points. - The group with more points at the end of the game will be the winner. - Praise the winner, encourage the other team. Option 2: Preparation for the project: Ask pupils to prepare for the project on page 57 by making a shopping list as homework so that they can give a short presentation in front of the class at Project time in Lesson 3,Activity 6.